The Purpose of Education

‘Education policy has more to do with preparing pupils for their future roles in the economy than with broadening their minds.’ Discuss. (30 marks)

This question requires students to demonstrate an understanding of the various ideological perspectives on the purpose of formal education. In answering the question, students are therefore likely to seek to address the ways in which liberals, conservatives and socialists – as well as more modern ideological groups such as feminists – differ in their view of the role of education in society.

The question introduces two commonly held views of the purpose of education, suggesting that the former (preparing pupils for their roles in the economy) is more central than the latter (broadening their minds). It is likely that most candidates will therefore frame their answers by considering these two perspectives only, though those who introduce other ‘purposes’ (for example, the view that education is a force for social change) should also be credited.

Some candidates may take a largely theoretical approach, allying a knowledge of ideological perspectives on the purpose of education with an awareness of educational theory to provide a framework for their discussion. 

Other candidates may choose to look at the actual policies proposed and implemented in the field of education – for example, the Butler Act (1944) or the 1986 Education (No 2) Act – and assess the extent to which each policy has reflected one or more of those aims identified. Candidates may also choose to use some of the touchstone issues and debates that have informed and shaped post-war education policy in the UK as a way of lending their discussion some structure: for example:

a. state provision vs private provision

b. traditional teaching methods vs progressive methods

c. national curriculum vs school-based curriculum

d. the selective model vs the comprehensive model

e. vocational training vs academic education.

Candidates may consider the extent to which efforts to raise school standards have been driven simply by a desire to provide a flexible and effective workforce, or whether such policies have been driven by a more intrinsic desire to educate. In this context, candidates may consider the rise of Ofsted, the introduction of SATS and the concepts of ‘failing’ and ‘beacon’ schools.

At the higher levels of response, it is likely that candidates will be aware of the difficulty of separating one educational aim from another (ie the idea that a more accurate answer might be found in ‘degree’ as opposed to ‘either/or’). Such responses may also consider the extent to which modern governments are generally required to be pragmatic as opposed to ideological in their approach to education (ie reacting to the debate over education as opposed to leading it).

Source: AQA